Chapter II: Democratizing Society

As the University charts its future, it will pursue five major goals that reflect its formal mission of developing educated persons with a particular focus on public affairs. Our progress in attaining each goal will be tracked by a Public Scorecard. (See Chapter VI: Modeling Ethical and Effective Behavior for more details.) These 25 measures will begin to be collected for the 2005-06 baseline year and will be published annually so that the institution and the public can judge the degree to which we are achieving our major goals.

The five goals that Missouri State will accomplish are:

• Democratizing Society
• Incubating New Ideas
• Imagining Missouri’s Future
• Making Missouri’s Future
• Modeling Ethical and Effective Institutional Behavior

This Chapter addresses the first goal – Democratizing Society.

Knowledge will be the dominant currency of the 21st century. Equipped with knowledge, individuals will enjoy greater personal autonomy and be able to fully participate in society. Without it, they will be marginalized and become more dependent. Knowledge will increasingly become this century’s great equalizer, and that is why it is our obligation to be a University to which Missouri looks to help its citizens trade in this modern currency.

Likewise, if Missouri is to be prosperous and competitive in the future, the state must make adequate investments in public higher education. As the slack economy of the past four years picks up steam, we are already witnessing substantial new investments in public higher education by several states. It is vital for Missouri to match or exceed these investments if it is to be a significant force for the future and if it is to grow a robust, nationally competitive economy.

Public higher education conveys a wealth of personal advantages and promotes several self-interests to its participants, but its greater importance is found in the social benefits that it produces. Without these benefits, our economy and standards of living will erode, and our nation will be weakened and left vulnerable. Public higher education's personal and social advantages are many, including:

• Greater personal income – As of 2004, the average annual income for families headed by a college graduate was 78 percent larger than the annual income of families headed by a person with only a high school diploma. This translates into more than a $20,000 difference annually, multiplying to an approximately $1 million advantage across the working lifetime of the average family. This benefit increases even more with advanced levels of education; earning a master's degree is linked to an additional advantage of about $10,000 annually, or more than $500,000 over a lifetime, beyond that earned by a baccalaureate graduate.
• Increased public revenue, without increasing taxation rates – Tied to more personal income, the average college graduate pays 100 percent more in federal taxes and 78 percent more in total federal, state, and local taxes, yielding more public revenue without requiring tax structure increases.
• Lower levels of unemployment – As education increases, unemployment falls. This effect holds true for all ethnic groups, but it is particularly strong for minorities.
• Less demand on public assistance and social support programs – People with only a high school diploma are more than twice as likely as a college graduate to receive some sort of public assistance.
• Better physical health – At every age, adults with college degrees perceive themselves to be in better health than people without a college education. A mechanism that may account for this difference is better habits of health; for example, 28 percent of high school graduates in the U.S. smoke compared to only 14 percent of college grads.
• Lower rates of incarceration – The rate of imprisonment for adults with college degrees is 12 times less than that for high school graduates. Both the social and monetary burdens of imprisonment are lessened by expanded participation in higher education.
• Higher levels of civic participation – The rate of volunteering is 21 percent for those with a high school diploma and 36 percent for those with a bachelor's degree. Missouri is among the Top 5 states in the nation in volunteerism by college graduates. When it comes to voting, 56 percent of those with a high school diploma vote in presidential elections compared to 76 percent for those with a bachelor's degree.

As a social intervention for the public good, higher education has few rivals, and it remains one industry where the U.S. is the undisputed world leader. Missouri State University seeks to be in the forefront of this industry and intends to thrive as an institution that helps democratize society. Democratization holds numerous benefits both for a nation and the global community as a whole. For example, democratization holds the potential to help countries modernize their economies, improve social conditions, and integrate more effectively with the outside world. Democratic governments are more inclined to adopt policies that benefit their people than their authoritarian or totalitarian counterparts. These are some of the practical reasons why Missouri State embraces the democratization of society as one of its major goals.

The University will develop and use the following five interrelated strategies to achieve its goal of Democratizing Society: a well-planned enrollment management plan; a technologically advanced and pedagogically sound distance education program; a predictable and affordable policy on tuition; an effective advising and course-scheduling system that will promote timely degree completion; and a well-funded scholarship program that ensures adequate support for both need-based and merit-based financial aid.

Enrollment management for Missouri State University-Springfield

From 2000-06, Missouri State Springfield was well served by the enrollment management plan contained in the previous plan, Countdown to the Centennial. The following were enrollment objectives outlined in Countdown and our success with respect to those objectives:

• Maintain stability in overall enrollment – Total enrollment increased from 17,846 in 2000 to 19,165 in 2005, with increases of over 500 Springfield Day students and over 1,000 Extended Campus students.
• Maintain a total enrollment of undergraduate degree-seeking students of at least 14,000 – Enrollment of these students grew to 14,646 in fall 2004 and then fell slightly to 14,582 in 2005.
• Continue progress toward a selection index of 120 – The selection index requirement was first instituted in 1995 at 80. By 1999, it had increased to 96. The selection index requirement was increased five times during the Countdown period of 2000-06, beginning at 100 in 2000 and finishing at 108 for 2006.
• Increase enrollment of transfer students from Missouri community colleges – Transfers from Missouri community colleges increased from 602 in 2000 (fall, spring, and summer combined) to 902 in 2005.
• Increase undergraduate retention and graduation rates – The freshman retention rate increased from 72.5 for the fall 2000 class to 73.6 for the fall 2002 class but dropped back to 72.4 for the fall 2004 class. The six-year graduation rate (excluding from the original cohort those students who transfer to other institutions) increased from 56.3 for the 1994 freshman class to 73.3 for the 1999 class.
• Increase minority enrollment as a percent of total enrollment – The number of minority students increased each year, from 978 (5.5 percent of total) in fall 2000 to 1,132 (5.9 percent of total) in fall 2005.
• Increase graduate enrollment to 18 percent of total enrollment – Enrollment of graduate students (degree-seeking and post-baccalaureate combined) increased from 3,038 (17.0 percent of the total) in fall 2000 to a high of 3,346 (17.7 percent) in fall 2002, but dropped to 2,840 (14.8 percent) in fall 2005.

Enrollment management plan for 2006-2011

The University’s enrollment management plan, developed by the Executive Enrollment Management Committee (EEMC), includes total enrollment goals and specific initiatives to achieve those goals.

Total enrollment goals

During the period of this plan (2006 through 2011), the University’s overall goal is modest increases in enrollment while raising standards for entering first-time students and increasing diversity. Total enrollment goals by student category are as follows in Chart II-A:

Chart II-A

*Total undergraduate and graduate target ranges do not represent the sum of the ranges of the subcategories. These targets will be achieved by maintaining appropriate combinations of enrollments in the subcategories within their target ranges.

It is anticipated that, over the period of this plan, headcount enrollment will grow to a total of between 20,000 and 21,000 students.

The targets in Chart II-B have been established for distribution of students by campus of dominant enrollment. This distribution is based on the assessment that the University is currently near its capacity for day campus students, but still has potential for growth in evening college enrollment. It is further based on the view that enrollments in the extended campus are more prone to variation and have potential for significant growth based on market demands and University outreach.

Chart II-B

*Students are assigned to a campus based on the dominance of their course enrollment according to the following definitions. On campus courses are primarily those taught in classrooms on the Springfield Campus. Extended Campus courses serve students through various distance learning delivery systems or at off-campus locations where students typically are not required to come to campus. Students are considered Day Campus if 50 percent or more of their credit hours consist of On Campus courses and, of those courses, 50 percent or more start before 4 p.m. Students are considered Evening Campus if 50 percent or more of their courses are On Campus and more than 50 percent of their classes start at 4 p.m. or later. Students are considered Extended Campus students if 50 percent of their credit hours consist of Extended Campus courses.

 Enrollment management initiatives

To achieve its enrollment goals, the University will employ several enrollment management initiatives.

• Enrollment by college and student level – An essential component of our enrollment management strategy for degree-seeking students is the development of enrollment targets by college and student level (undergraduate and graduate). This model, developed by the Executive Enrollment Management Committee during 2003-04, is based on input from the academic deans who in turn seek input from their departments.

  Prior to the end of each fall semester, the deans will update their enrollment targets for the following three fall semesters. Additionally, they will prepare a brief analysis to address the following:

  • Significant differences between actual and target enrollments
  • Explanations of significant increases or decreases over time
  • Opportunities for enrollment increases
  • Potential threats to enrollment

  The EEMC will compile and distribute revised targets along with a summary of opportunities and threats and corresponding strategies to ensure continued enrollment success.

• Enrollment of first-time freshmen – The University will continue to implement modest increases in freshman admission standards toward a selection index of between 112 to 120 as needed to maintain undergraduate enrollments at the target level. The EEMC will annually review enrollment trends (e.g., transfer and retention rates), demographics (e.g., projected number of high school graduates), competition, changes in state aid and incentive programs (e.g., the A+ Program), and residence hall occupancy. Based on a review of these factors, a recommendation will be submitted to the Board of Governors annually regarding the freshman admission policy for the subsequent fall semester. The University also will continue to evaluate the selection index and other factors as predictors of student success and incorporate its findings into future admission policy decisions.

  It will be a challenge to make additional significant changes in the admission policy for first-time freshmen while meeting the undergraduate enrollment goals outlined above. A number of factors will influence enrollment of new freshmen, including increased competition from four-year institutions, continued enrollment of freshmen in community colleges as a result the of A+ Program and increased cost differentials, and the projected decline in Missouri high school graduates from 2008 to 2012. The Admissions Office, working cooperatively with the Recruitment and Marketing Committee and departments across campus, will continue to refine undergraduate recruitment efforts to attract a qualified and diverse freshman class and make recommendations for enhancements of recruitment. At the same time, tuition, scholarship and financial aid policies will be monitored to maximize net revenue. To accomplish these strategies, special emphasis will be placed on securing endowment funding for student scholarships. As a result of these efforts, it is anticipated that fall semester enrollment of first-time students will range between 2,600 and 2,800. The target for Honors College freshmen as a component of this total is 250 to 300.

• Transfer student enrollment – Enrollment of transfer students from community colleges, which comprises approximately 60 percent of our total transfers, is expected to increase, driven in part by increases in enrollments at Missouri community colleges. The University will continue to be a leader in serving transfer students and nurturing relationships with community colleges. During the period of this plan, the University will conduct an analysis of the success of transfer students, update articulation agreements with community colleges and make them available via the web, and explore new partnerships with feeder institutions.

  As a result of these efforts, overall enrollment of transfer students (including transfers from four year institutions) should increase.

• Graduate enrollment – To accomplish enrollment goals for degree-seeking graduate students, it will be necessary to reverse a three-year trend of declining enrollments. The University will increase its allocation of resources for institutional and departmental recruitment. Several initiatives in progress should help stabilize or increase graduate enrollments. Expansion of graduate course offerings by distance learning approaches will continue to improve access for students. Accelerated master’s options were added re`cently in several graduate programs, and graduate-certificate programs were initiated. We will expand these two programming approaches. Further, graduate program and research collaborations with industry and other academic institutions plus the implementation of selected new graduate programs, will meet public needs in graduate education. (See Chapter V: Making Missouri's Future for more details.)
• Expansion of the accelerated master’s program – In recent years, several accelerated master’s programs were created to allow high-achieving undergraduates to earn credit toward a master’s degree. Although these students are counted as undergraduates until they receive their bachelor’s degrees, they add to the production of graduate credit hours and the strength of the graduate program. The programs also aid the recruitment of high ability students. During the fall 2005 semester, 101 undergraduate students were enrolled in these programs. By 2011, the University will double the number of undergraduates enrolled in accelerated master’s programs. This growth will be achieved via expansion of such programs on campus and extension of them to other local colleges.
• Minority and international student enrollment – The University will increase its efforts to improve campus diversity through the recruitment of minority and international students. Given the importance of each of these populations, separate sections of this plan have been devoted to each. (See Chapter IV: Imagining Missouri's Future and Chapter VI: Modeling Ethical and Effective Behavior for more details.)
• Enrollment of adult and non-traditional students Missouri State serves a large number of adult and non-traditional students. In recent years, students age 25 and older have comprised approximately one-fourth of our total enrollment. Between 2002 and 2005, however, the number of students in this age category dropped from 4,798 to 4,079 (a 15 percent decline). Much of this decline has been in evening and/or graduate enrollments. A subcommittee of the EEMC has recommended the following strategies for improvement: 1) improving communications with adult students about available support services, 2) providing additional scholarships, and 3) allocating additional funds for marketing and recruitment. In addition, several objectives have been established to strengthen the University’s Evening College, including a plan for clustering additional courses in the southwest corridor of the campus and a new scheduling structure whereby evening students can complete virtually all general education requirements within two years. Efforts will continue to locate an Evening College service center at a location more convenient for evening students than the present location on the fourth floor of Carrington Hall.
• Extended Campus – During the period of this plan, significant improvements will continue to be made in distance learning delivery systems. The University will expand its outreach initiatives through a variety of technology-based distance education tools. As a result, the University will expand enrollments in distance education courses, increase the number of degree programs and certificate programs available through distance education delivery, and make distance education courses an integral part of the regular "mix" of courses. (See Distance Education section in this chapter for more details.)
• Cost, student need, and financial aid – Between 2000 and 2006, the per credit hour fee for Missouri residents increased from $106 to $173 for undergraduate courses and from $121 to $199 for graduate courses. Although it is difficult to measure the impact of fee increases on enrollment, there is little doubt that some students have chosen not to attend or persist as a result of the increased cost.

  During the period of this plan, we will continue to analyze the relationship between financial indicators (e.g., family income, financial need, and types of aid offered) and student enrollment and persistence through graduation. We will also monitor the cost, scholarship, and aid policies of our competitors. Where appropriate, new scholarship and financial aid programs will be implemented to improve enrollment yield and retention rates.

• Enrollment, credit hour production, and revenue from required student fees – As our enrollment management plan evolves, increased emphasis will be given to the relationship between headcount enrollment, credit hour production and revenue from required student fees. For fiscal year 2005, student fees, before scholarship discounts, exceeded revenues from state appropriations. This phenomenon puts pressure on credit hour production as it relates to headcount because increases in per-credit-hour charges may reduce the number of credit hours taken per student. In addition, because nonresident fees are double the resident amount, rising costs may decrease enrollment by nonresident students.

  To provide a benchmark for the effect of fees on credit hour production in relation to headcount, percentage of resident and nonresident students, and lower division/upper division/graduate course mix, the analysis for the past five fiscal years is shown in Chart II-C.

  Chart II-C

  Credit hour production - percentages
  Fiscal years 2001 through 2005

  	Fiscal Year Ended June 30,
  	2001	2002	2003	2004	2005
  Course Level
  001-299	55.17%	54.77%	55.00%	54.73%	54.39%
  300-599	37.66%	37.73%	37.10%	37.81%	38.30%
  600-899	7.17%	7.50%	7.90%	7.46%	7.31%
  Total	100.00%	100.00%	100.00%	100.00%	100.00%
  Percent Change		1.83%	2.02%	1.17%	0.87%
  Residency
  Missouri	90.08%	90.22%	90.61%	91.11%	91.32%
  Non-Resident-US	7.29%	7.11%	6.86%	6.59%	6.35%
  International	2.63%	2.67%	2.53%	2.30%	2.33%
  Total	100.00%	100.00%	100.00%	100.00%	100.00%
  Term
  Summer	6.99%	6.84%	7.16%	6.76%	6.50%
  Fall	48.45%	48.58%	48.31%	48.72%	49.12%
  Spring	44.56%	44.58%	44.53%	44.52%	44.38%
  Total	100.00%	100.00%	100.00%	100.00%	100.00%
  Precollege	0.90%	1.41%	1.47%	1.83%	2.14%
  Percent Change		59.19%	6.07%	25.93%	18.26%
  Headcount
  Summer	6,553	6,607	6,910	6,697	6,534
  Fall	17,846	18,465	18,916	19,116	19,330
  Spring	16,789	17,412	17,604	17,776	17,996
  Total	40,808	41,431	42,118	43,589	43,640
  Percent Change		3.15%	2.23%	0.37%	0.62%
  Spring/Fall	91.97%	91.79%	92.18%	91.38%	90.33%
  Average Hours Taken Per Headcount	10.42	10.29	10.27	10.35	10.38

  As part of our enrollment management efforts, we will monitor changes in the University’s enrollment and introduce new scholarships and pricing strategies that will improve our enrollment mix, quality of education, and capability to meet institutional goals.

  • Retention, graduation rates, and student satisfaction – A renewed emphasis will be placed on increasing student retention and graduation rates. A committee will be formed by the Provost to analyze factors that contribute to student attrition and to develop and implement strategies designed to increase retention rates of entering freshmen, transfer students, and graduate students. Retention rates of benchmark peer institutions will be utilized to establish retention targets. Additionally, an assessment of student satisfaction will be conducted as a follow-up to the 2001 Noel Levitz Student Satisfaction Inventory.
  • Outcomes assessment – A task force has been appointed to develop a comprehensive, coordinated system for tracking graduates of baccalaureate and advanced-degree programs. The task force includes academic administrators and representatives of the Career Center, Institutional Research, Center for Assessment and Instructional Support, and the Alumni Office. The system developed by this task force will be implemented during the period of this plan.

  Chart II-D

  Headcount enrollment by student level and campus of dominant enrollment
  fall 2000 through fall 2005 semesters

  	Fall Semesters
  	2000	2001	2002	2003	2004	2005
  Undergraduate degree-seeking
  Day	13,119	13,233	13,376	13,474	13,754	13,689
  Evening	626	648	586	614	635	616
  Extended	124	149	194	205	257	277
  Subtotal	13,869	14,030	14,156	14,293	14,646	14,582
  Graduate degree-seeking
  Day	794	883	925	1,016	1,056	900
  Evening	1,227	1,191	1,229	1,161	948	1,004
  Extended	402	502	542	460	440	477
  Subtotal	2,423	2,576	2,696	2,637	2,444	2,381
  Non-degree seeking*
  Day	446	391	423	381	339	326
  Evening	321	332	345	285	271	245
  Extended	787	1,136	1,296	1,520	1,630	1,631
  Subtotal	1,554	1,859	2,064	2,186	2,240	2,202
  Total
  Day	14,359	14,507	14,724	14,871	15,149	14,915
  Evening	2,174	2,171	2,160	2,060	1,854	1,865
  Extended	1,313	1,787	2,032	2,185	2,327	2,385
  Grand total	17,846	18,465	18,916	19,116	19,330	19,165

   

  *include precollege, non-degree undergraduate, and postbaccalaureate students

  Chart II-E

  Selection index required for admission of first-time freshmen and enrollment and average ACT of first-time Freshmen - fall 2000 through fall 2005

  Fall Semester	Selection Index	Enrollment of New Freshmen	Average ACT of New Freshmen
  2000	100	2,537	23.7
  2001	102	2,548	23.6
  2002	102	2,732	23.5
  2003	104	2,668	23.6
  2004	106	2,689	23.6
  2005*	107	2,583	23.8

  *The grade point average to class rank conversion table was also modified to adjust for grade inflation.

Distance Education

Distance education plays an increasingly important role in many academic areas. Missouri State University uses all current forms of distance education to serve its constituents with numerous courses and several complete academic programs. In planning for the future, Missouri State recognizes three factors that call for growth of its distance education offerings.

The first factor concerns the realities of contemporary students’ lives. Many of them start working while still in high school. Many want or need to continue to work and may begin raising a family, while they pursue post-secondary education. They want classes and programs in formats that fit their lifestyles. Adding the demand of classroom attendance to their daily lives can be daunting. Distance education anywhere/anytime offers a better fit for many such students.

A second factor is the emerging digital generation of students. The availability of the World Wide Web and the continuing infusion of wireless communication into society is creating a generation of young people who seek these forms of communication as an integral part of their education. Higher education must be prepared to serve their demands for more sophisticated uses of technology, including distance education. Clearly, the workplace into which new graduates matriculate already requires excellent computer and electronic communication skills. Lifelong learning of new technology and new applications of technology via distance education has become the norm for many occupations.

A third factor is the gain in technological ability of the professorate and the tools they use. Teachers at all levels are learning interactive ways to use the web and new educational software to provide effective paths to student learning. These gains will continue at increasing rates and cause corresponding changes to society. More powerful computers running more useful and useable software, along with increasing information bandwidths, will make distance education more available and appealing.

Given these factors, Missouri State will increase its distance education offerings. There are so few distance courses and programs, relative to the current number of on-site campus offerings, that increased distance education offerings will not overly impact most on-site programs over the next five years. However, several professional programs at Missouri State already depend on distance education, and this number is likely to grow. Distance education courses will be specially targeted toward professional groups in business, education, industry, and the health professions. These courses, and more complete programs, will increase the global footprint of Missouri State.

University procedures and policies will be altered or established to encourage new distance education courses and programs. More existing faculty will be trained and/or new faculty will be hired to assure the quality of these courses. Capable faculty will be encouraged to offer distance education courses. More distance education support staff will be made available to help faculty develop and offer distance education courses. Ways will be sought to respond to students’ needs as they are taking these courses; e.g., a 24/7 help desk will be considered. Specialized software and hardware will continue to be evaluated and implemented as gains are made in these areas. The electronic and computer infrastructure necessary for increased uses of technology by the University is described in the Information Technology section of this plan.

Currently, distance education activities are conducted via Ozarks Public Television (OPT) telecourses and professional development services; the Missouri State Online Program coordinated through Continuing Education and the Extended Campus; telecourses and "Interactive CD’s" Telecourses; the Missouri Pathways Partnership, a collaboration between Missouri State, Missouri State-West Plains and Crowder College; the Missouri Virtual School, which provides distance education courses to K-12 schools across the state; the Viticulture and Enology Science and Technology Alliance (VESTA), a partnership between Missouri State University, Missouri State-West Plains, Northeast Iowa Community College, Shawnee Community College in Illinois, the Mid-America Viticulture & Enology Center, state agricultural agencies, vineyards and wineries; and Missouri State Interactive Television Network (BearNet).

During this plan, the University will pursue the following strategies for improving its distance learning efforts:

• All Missouri State campuses will expand and strengthen their distance education offerings consistent with market opportunities, while exploring efficiencies through information-sharing and collaboration. Collaborative examples include server and software sharing as well as a single 24/7 help desk to serve the needs of online students on all campuses.
• Each campus will establish fees for online courses depending on factors such as the basic fees charged for regular campus-based courses, market competition and opportunities, costs for support services, and an overall business plan for distance education. Undergraduate and graduate fees will be determined independently and may differ from program to program.
• System-wide policies and incentives will encourage and recognize faculty and administrators who teach via distance education delivery systems.
• Each Missouri State campus should have a committee that creates and oversees policies that promote distance education. Committees should share information and explore distance education policy issues with one another regularly. These committees should cooperate in evaluating course management software options as well as other methods of distance education delivery, including OPT and NPR.
• Maintaining and improving the quality of distance education courses and teaching should be an ongoing priority. Each Missouri State campus should implement training programs for faculty/staff who develop and/or teach distance education courses, as well as for those who wish to use technology in on-campus courses. Other initiatives that should be implemented include annual reviews and updates of the assessment procedures used for online courses and instructors, use of trained mentors to assist faculty, and use of more rigorous standards to qualify per course faculty for distance education development and/or instruction. A web-based newsletter on these initiatives should be established.
• As Missouri State’s distance education program continues to grow, the University should employ staff to sustain this growth and assure program quality. Criteria for adding staff should be based on market demand, societal need, faculty interest and support, and the generation of adequate revenues via student credit hours.
• The University should continue to promote K-12 distance education that includes regular K-12 courses; Dual Credit, Advanced Placement, and International Baccalaureate courses and professional development; and Gifted Student programs through the Missouri Virtual School.
• The University should explore a possible partnership with an Internet provider to offer faster home Internet connections (i.e., DSL, Broadband, direct satellite) at a reduced cost for students, faculty, and staff.

The University expects to achieve the following improvements in its distance learning programs:

• Enrollments in distance education courses offered by the Springfield Campus will increase by 10 percent for each of the first two years of this plan and by 7 percent for the last three years.
• Developing and offering distance education courses will be incorporated as favorable criteria in the Faculty Handbook section on promotion and tenure within the next two years. This provision will appear in college and department promotion and tenure policies.
• Each college will increase the number of distance education courses taught in-load by faculty each year.
• Each Missouri State campus will develop an in-load/overload policy for developing and/or teaching distance education courses that is fair and consistently applied.
• A distance education committee will be established on all Missouri State campuses. These committees will consider ways to cooperate across campuses.
• At least 2 percent of the total full-time faculty will complete appropriate training for distance education delivery during training each of the next five years.
• The Missouri Virtual School program will continue to expand in addressing state K-12 needs for wider curricular offerings and more student enrollments.
• Faculty teaching online will be assisted with appropriate Internet connections wherever they develop/deliver courses.

A new tuition policy: Choice and Predictability in Tuition

Missouri State University is already known as a great educational value. As the cost comparison in Chart II-F shows, our fees are just below the average for public institutions in Missouri. Even so, Missouri State will take additional steps–through its innovative CAP-IT program-to make its cost affordable and predictable for students. CAP-IT has three major components.

Tuition plan options

Different tuition plans are the primary feature of CAP-IT. The following three options, available to degree-seeking undergraduate students, are designed to provide choice and predictability in tuition.

Standard tuition plan  Students will be assessed under the fee policy in effect for the current year, and fees will be subject to change from year to year.

Two-year fixed tuition plan  Students will pay slightly higher basic fees for the first of any two academic years but will pay the same rate for the subsequent academic year, regardless of increases in the Standard Tuition Plan rates.

Tuition prepayment plan (Two-, Three- or Four-year)  Students may make a lump-sum prepayment that will cover basic fees for all courses they take during the period of the plan (excluding summers), regardless of changes in the Standard Tuition Plan rates or the number of credit hours taken.

The University will closely monitor the initial effects (2006-08) of CAP-IT on outcomes such as enrollment, persistence, costs, and the relative popularity of the three options. Adjustments to the plan will be implemented as indicated by this initial assessment. The University will develop a reputation for innovation and fairness with its tuition policy.

Chart II-F

Tuition and fees for Missouri, public, four-year or above

Source: The Chronicle of Higher Education
These figures were collected as part of "The Annual Survey of Colleges of the College Board, 2005-2006."

Effective advising and course scheduling

Another important way that students can manage the overall cost of their education is to graduate on schedule. The University will develop specific curricular maps for each undergraduate major. By following these curricular maps and obtaining regular advising, students will be able to graduate in four years from nearly all undergraduate programs at Missouri State.

The University will also continue to develop its several advising and advisor resources, including:

• Advisor Workshops
• The Academic Advising Center
• The Master Advisor Program

New scholarship and financial aid programs

The University has created a number of new scholarship and financial aid programs and has refined the criteria for several of its existing programs. These new programs will be introduced beginning in 2006; others will be considered in response to market opportunities. Across the period of this plan, the net impact of these developments is anticipated to be:

• enhanced ability to compete for high quality students,
• a higher yield of admitted students,
• improved retention and graduation rates, and
• expanded access for students who face substantial hurdles in financing their education.

Through several performance metrics on its Public Scorecard, the University will assess the impact of the following initiatives:

Missouri Outreach Graduate Opportunity Scholarship – This program, offered for the first time in fall 2006, covers three-fourths of the out-of-state fees for full-time graduate students in specific academic programs. To qualify, students must have an undergraduate GPA of at least 3.25.

Continue the tradition – This program, for children and grandchildren of Missouri State graduates, provides a full waiver of out-of-state fees. Students in the above two categories who meet regular admissions requirements will be eligible for this scholarship.

Out-of-State Fee Scholarship – Beginning in fall 2006, this scholarship provides a full waiver of out-of-state fees and is available for entering first-year students who either are in the top 20 percent of their class (or have a 3.70 GPA) or who have an ACT of 24 or higher.

Increased need-based financial support – Beginning with a $350,000 allocation for 2006, the University will increase its need-based grant program by a total of $1 million in order to attract students with strong academic records who have significant financial need.